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PEDAGOGY OF THE HEART OTHER BOOKS BY PAULO FREIRE FROM CONTINUUM Pedagogy of the Oppressed Education for Critical Consciousness Pedagogy of the City Pedagogy of Hope Reliving "Pedagogy of the Oppressed" PAULO FREIRE PEDAGOGY OF THE HEART NOTES BY ANA MARIA ARAÚJO FREIRE Translated by Donaldo Macedo and Alexandre Oliveira Foreword by Martin Carnoy Preface by Ladislau Dowbor continuum new york London 2007 The Continuum International Publishing Group Inc 80 Maiden Lane, New York, NY 10038 Copyright © 1997 by Ana Maria Araujo Freire All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of The Continuum Publishing Company. Printed in the United States of America Library of Congress Cataloging-in-Publication Data Freire, Paulo, 1921- [A sombra desta mangueira. English] Pedagogy of the heart / Paulo Freire ; notes by Ana Maria Araújo Freire ; translated by Donaldo Macedo and Alexandre Oliveira ; foreword by Martin Carnoy. p. cm. Includes bibliographical references (p. ). ISBN 0-8264-1131-2 (pbk.) : alk. paper 1. Politics and education. 2. Popular education. 3. Politics and education—Brazil. 4. Popular education—Brazil. I. Freire, Ana Maria Araujo, 1933- . II. Title. LC71.F7413 1997 370.1 l'5—dc21 97-15797 CIP Contents Foreword by Martin Carnoy 7 Preface by Ladislau Dowbor 21 Under the Shade of a Mango Tree 29 Solitude-Communion 29 Life Support and the World 32 My First World 37 Hope 42 The Limit of the Right 51 Neoliberals and Progressives 55 Democratic Administration 59 Lessons from Exile 66 The "Lefts" and the Right 76 Seriousness and Happiness 89 Dialogism 92 My Faith and Hope 101 Notes by Ana Maria Araujo Freire 109 This page intentionally left blank Foreword BY MARTIN CARNOY, STANFORD UNIVERSITY The late Paulo Freire was the most important educator of the second half of this century. He was also a political activist—a passionate progressive who believed in the inseparability of learning from political consciousness and of political con- sciousness from political action. In this book, Paulo Freire looks into his own life to reflect on education and politics, politics and education. He reveals himself as an uncompromising democrat and unrepentant radical reformer. He lived through military rule, exile, and even the holding of political power as Sao Paulo's Secretary of Education. In that office, he made policy for the education of hundreds of thousands of pupils. All of these experiences have only increased his commitment to the excluded, the power- less, the marginalized, the hungry, the illiterate. Much of the book is about Brazil and particular issues of Brazilian politics. Brazil is in many ways unique. One of the great new industrial economies, enormously wealthy and enormously poor, it has the most unequal income distribution of any of the world's major countries. Its political system, multiparty and highly democratic at one level, is still run on the basis of clientelismo, in which politicians maintain power by using public resources for very specific private interests. And, although as Freire argues, the educational system is now internally democratic in many municipalities, it is one of the most stratified and least accessible in Latin America. Even with rapid enrollment growth in the past ten years, only about 8 • F ORE WO RD one-third of fifteen-to-nineteen-year-olds attend secondary school. Teachers' salaries have fallen drastically during that same period (as in much of the rest of Latin America), and the conditions in basic education are desperately poor. Even if Paulo Freire was first and foremost Brazilian, or even more particularly, a Northeast Brazilian, from the cradle of Luso-Afro-American civilization, his ideas are in the world and from the world. He is an anomaly among educators be- cause he is truly international. He is as well known in Nicara- gua or in France as he is in Brazil. He also has an enormous following in the United States, not just among intellectuals but among primary school teachers and adult educators. So his Brazilian thoughts address worldly issues. We in the North need to pay much greater attention to them. For better or worse, we have entered the global age and we entered it together with Paulo Freire, the Brazilian Nordestino, sitting in the shade of his mango tree.* Our social condition may appear to be altogether different, but as we push below the surface of our everyday lives, we find that the questions we are asking ourselves require the same larger considerations. Freire ad- dresses progressives everywhere, urging them to remain ac- tive, authentic, democratic, nonsectarian, and unifying. But to do this, he argues, progressives must continuously examine their underlying strategies. New conditions demand new an- swers to some of the same old difficult questions: What is the role of a progressive politics in the world system, now a new global-information economy? What is the role of progressive intellectuals? And what is the role of democratic education, again now in the information age? These are questions just as fundamental to those who want progressive change in the North as they are to Paulo Freire. What are these new conditions? The first is that world econ- omy has changed profoundly in the past generation. It has be- *The original title of this book is A Sombra desta Mangueira, translated as "under the shade of this mango tree." FOREWORD • V come globalized. Globalization does not simply mean inter- national trade and movements of capital and labor. In that sense, the economy has always been global. The recent change represents a profound shift of economic time and space, from the local and national into the global arena. A communi- cations and information revolution has made this shift possi- ble, but so has the spread of lower-tech industrial technology, education, and large accumulations of capital to areas out- side of the United States/Europe axis. Production is less and less conducted in one location or even in one country. Capital and labor and knowledge are increasingly conceived of in global terms. Whatever the powerful role of capital flows in influencing national development in the past, these have been expanded, particularly in the speed by which capital can move from country to country, and by the very size of the movements. The globalization of national and local economies is changing the underlying basis of the nation-state. The capital- ist nation-state in the period of agricultural expansion and industrialization was largely defined in terms of the bound- aries of its national raw-material base, national industries, and national market. To expand economic and political control, nations had to occupy more territory. Losing economic and political control meant losing territory. That definition is changing very quickly. As globalization changes the concept of economic time and space, the political control vested in national territories changes. Nation-states still have a role in influencing the course of their development. They also have a range of policy choices framed by political forces. We can see this in the variety of approaches to capitalist development found among highly industrialized countries. But the increased competition for capital and for goods and services made possi- ble partly by the information and communications revolution has changed the conditions and possibilities for national poli- cies. National (and local) politics today is increasingly con- strained to shaping the culture of global capitalism as it is
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